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Psychological Review
|
October 21, 2009
Do humans have two systems to track beliefs and belief-like states?
Ian A Apperly, Stephen A Butterfill
Developmental Science
|
July 8, 2021
Willing and able? Theory of mind, social motivation, and social competence in middle childhood and early adolescence
Rory T Devine, Ian A Apperly
Child Development
|
September 17, 2004
Three- to four-year-olds' recognition that symbols have a stable meaning: pictures are understood before written words
Ian A Apperly, Emily Williams, Joelle Williams
Child Development
|
February 17, 2012
Egocentrism and automatic perspective taking in children and adults
Andrew D R Surtees, Ian A Apperly
Child Development
|
December 15, 2016
Individual Differences in Children's Corepresentation of Self and Other in Joint Action
Sophie J Milward, Sotaro Kita, Ian A Apperly
Developmental Science
|
February 9, 2010
Online usage of theory of mind continues to develop in late adolescence
Iroise Dumontheil, Ian A Apperly, Sarah-Jayne Blakemore
Quarterly Journal of Experimental Psychology (2006)
|
February 17, 2009
Frontal and parietal lobe involvement in the processing of pretence and intention
Claudia Chiavarino, Ian A Apperly, Glyn W Humphreys
Journal of Experimental Child Psychology
|
March 23, 2011
Why do children lack the flexibility to innovate tools?
Nicola Cutting, Ian A Apperly, Sarah R Beck
Developmental Psychology
|
February 13, 2009
Studies of adults can inform accounts of theory of mind development
Ian A Apperly, Dana Samson, Glyn W Humphreys
Neuropsychologia
|
October 13, 2006
Exploring the functional and anatomical bases of mirror-image and anatomical imitation: the role of the frontal lobes
Claudia Chiavarino, Ian A Apperly, Glyn W Humphreys
Page
of 8
Search research articles
Search
Showing results (11-20 of 79) with videos related to
Sort By:
Page
of 8
Psychological Review
|
October 21, 2009
Do humans have two systems to track beliefs and belief-like states?
Ian A Apperly, Stephen A Butterfill
Developmental Science
|
July 8, 2021
Willing and able? Theory of mind, social motivation, and social competence in middle childhood and early adolescence
Rory T Devine, Ian A Apperly
Child Development
|
September 17, 2004
Three- to four-year-olds' recognition that symbols have a stable meaning: pictures are understood before written words
Ian A Apperly, Emily Williams, Joelle Williams
Child Development
|
February 17, 2012
Egocentrism and automatic perspective taking in children and adults
Andrew D R Surtees, Ian A Apperly
Child Development
|
December 15, 2016
Individual Differences in Children's Corepresentation of Self and Other in Joint Action
Sophie J Milward, Sotaro Kita, Ian A Apperly
Developmental Science
|
February 9, 2010
Online usage of theory of mind continues to develop in late adolescence
Iroise Dumontheil, Ian A Apperly, Sarah-Jayne Blakemore
Quarterly Journal of Experimental Psychology (2006)
|
February 17, 2009
Frontal and parietal lobe involvement in the processing of pretence and intention
Claudia Chiavarino, Ian A Apperly, Glyn W Humphreys
Journal of Experimental Child Psychology
|
March 23, 2011
Why do children lack the flexibility to innovate tools?
Nicola Cutting, Ian A Apperly, Sarah R Beck
Developmental Psychology
|
February 13, 2009
Studies of adults can inform accounts of theory of mind development
Ian A Apperly, Dana Samson, Glyn W Humphreys
Neuropsychologia
|
October 13, 2006
Exploring the functional and anatomical bases of mirror-image and anatomical imitation: the role of the frontal lobes
Claudia Chiavarino, Ian A Apperly, Glyn W Humphreys
Page
of 8